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Connecting Students with Employers

Workforce Preparation Lesson Plans for Elementary, Middle and High School Students


Workforce Preparation Lesson Plans for

Elementary, Middle and High School Students

Introduction

The Connecting Students with Employers teaching manual is a set of engaging lesson plans that are ideally suited for use with a small or large group in an informal learning environment or classroom setting.

This manual is designed to communicate important, relevant information in an accessible, easy-to-use lesson plan format. Each lesson is packed with activities, planning tools, self-evaluations and effective, real-life examples that deliver lessons on basic business and professional skills essential to employees at all levels of an organization.

Unique features of the teaching manual: 1. Focuses on skills employers look for in employees. 2. Covers a wide range of important soft-skill topics. 3. The user-friendly, interactive lesson plan format makes learning fast, easy, and

fun. 4. Accommodates different learning styles. 5. You can test a student's knowledge of the subject matter before or after a

lesson series using a pre/post-test assessment tool that is provided.

Made available by the: LSU AgCenter Workforce Preparation Initiative Implementation Team (WPIIT)

The WPIIT works to help youth develop a positive attitude, set goals, build confidence and acquire skills and competencies needed to get and keep a job The Team developed this manual as a resource for youth workforce preparation educators. Team Members: Berteal Rogers, Carolyn Robinson, Chantel Williams, Deborah Cross, Jim Summers, Ken Spoto, Lanette Hebert, Lisa Holmes, Ophelia Allen, Robin Hart and Juanita Johnson.

Contents


Workforce Preparation

Lesson Plans for Elementary, Middle and High School Students

Section I: Elementary School Lesson Plans Page Lesson 1: Getting to Know ME 1-5 Lesson 2: Ten Things I Love to Do 6-9 Lesson 3: Making Decisions 10-13 Lesson 4: Good Employee Recipe 14-18 Lesson 5: Teamwork 19-27

Section II: Middle and High School Lesson Plans

Page Lesson 1: Taking Charge of Your Life and 1-10 Making Things Happen Lesson 2: Getting to Know ME 11-14 Lesson 3: Dreams and Goals 15-22 Lesson 4: My Ideal Workplace 23-29 Lesson 5: Teamwork 30-37

Contents


Workforce Preparation Lesson Plans for

Elementary School Students

Section I: Elementary School Lesson Plans Page Lesson 1: Getting to Know ME 1-5 Lesson 2: Ten Things I Love to Do 6-9 Lesson 3: Making Decisions 10-13 Lesson 4: Good Employee Recipe 14-18 Lesson 5: Teamwork 19-27

Section I

Grade(s): Elementary Lesson 1: Getting to Know ME Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)

Lesson Title Lesson 1: Getting to Know ME

Grade(s) Elementary

Education for The student will be able to develop a knowledge base from which to make Careers Standard intelligent career decisions about how to obtain and retain a job and be prepared for the changing workplace.

Education for Benchmark 2: The student will be able to assess personal strengths and Careers Benchmark weaknesses related to career choice. Benchmarks Benchmarks K-4

ELA-1-E6: Interpreting (retelling, summarizing) texts to generate connections to real- life situations (1, 2, 4)

ELA-4-E2: Giving and following directions/procedures (1, 4) ELA-4-E7: Participating in a variety of roles in group discussions (active listener, contributor, discussion leader) (1, 4, 5) ELA-7-E2: Using basic reasoning skills, life experiences and available information to solve problems in oral, written and visual texts (1, 2, 4)

Benchmarks 5-8 ELA-4-M2: Giving and following directions/procedures (1, 4)

ELA-4-M3: Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations (1, 2, 4) ELA-4-M6: Participating in a variety of roles in group discussions (facilitator, recorder) (1, 4, 5)

Time Allotted 40-45 minutes.

What you need for the Lesson: • Worksheet 1.1 (WS 1.1) • Pencils or ink pens. • Presenter Material (PM 1.1) • Equipment: Flip chart and easel. • Markers.

Background: Your life revolves around your relationships with others. Persona l relationships are important within your family, with friends and in school. Personal relationships will be equally important when you go to work. Some people develop many personal relationships. Others prefer to be alone much of the time and thus have fewer friends. Whichever type of person you are, your relationships will depend on mutual respect and concern for others. Contact: Juanita Johnson, Professor, LSU AgCenter Department of 4-H Youth Development

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What you Say/Do: Materials & Resources:

Participant Activities:

Activity 1: Personality 1. Introduce the lesson. 2. Ask the participants to define personality.

Write replies on a flip chart. 3. Discuss the concept of personality and the

unique mix of qualities, traits, attitudes and behavior that distinguishes an individual from others.

4. Based on discussions, write a definition of personality on the flip chart.

NOTE: Personality refers to the whole person. It includes both our inner and our outer selves. It includes our inward side -- what we believe and value, how we tend to think and feel and what our attitudes, goals and motives are. Personality also includes the outward, more physical, ways we express ourselves to others -- our mannerisms, our actions and physical reactions, our words and the ways we speak them. Our basic personality itself includes those traits we more or less consistently have or express, even though at times we can and do experience or reflect other traits that are uncharacteristic of us.

5. Write the name of four or five well-known people on the flip chart such as, people:

-in the news -from a popular TV program or movie -from books familiar to the group -from sports -from history -from a fable or fairy tale NOTE: Select from a broad spectrum of people representing cultural diversity and a balance of both genders.

6. Ask questions about the people such as: • What kind of persona lity do

you think they have?

Flip chart and markers. Flip chart and markers.

Individual responses. Individual responses.

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• What makes them so different?

NOTE: Discuss the concept of “roles” as ways of behaving that we expect of someone, for example, as a guardian or as a school teacher. Point out the differences between movie or TV roles and real life.

7. Display the *poster of Personality Traits (PM 1.1).

8. Ask participants to select those that best describe each of the well-known people from the previous discussion. Discuss.

9. When the participants reach an agreement, write the initials of the well-known person next to the trait. Note: Participants might like to add additional traits to the poster.

Activity 2: Personal Profiles

10. Distribute Worksheet 1.1, Getting to Know ME. Ask participants to complete the worksheet. Discuss and give directions on how to complete.

11. When complete, organize the participants in pairs or groups of three people to share their Top Six traits.

12. Conclude by asking participants to share their top trait.

13. Summary: Whatever our personalities, it is generally agreed that each of us has strong and weak points. We have certain personality qualities that come naturally to us; we should develop them to enhance our own lives and those of others. We also have negative traits that need modifying to minimize their negative influences on our lives, behavior and relationships with others. It is important for us to realize what our individual personality traits are and how we can develop them to relate well to others and to feel good about ourselves.

Reference: Career Information System for Youth, 1999

PM 1.1 *Check with a 4-H coordinator to determine what regional offices print posters. Print a large poster to display at the meeting or the information on a flip chart before the meeting. WS 1.1

Individual responses. Complete WS 1.1

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You are a

STAR!

PM 1.1

1. Active

2. Agreeable

3. Artistic

4. Calm

5. Caring

6. Compassionate

7. Concerned

8. Considerate

9. Cool

10. Cooperative

11. Creative

12. Energetic

13. Enjoyable

14. Fair

15. Forgiving

16. Friendly

17. Fun

18. Generous

19. Gentle

20. Good Attitude

21. Good Friend

22. Good Listener

23. Good Sport

24. Good Student

25. Happy

26. Happy

27. Happy with Self

28. Healthy

29. Helpful

30. Honest

31. Honorable

32. Kind

33. Laughs a Lot

34. Leader

35. Neat

36. Nice

37. Nonviolent

38. Patient

39. Peaceful

40. Playful

41. Pleasant

42. Proud

43. Quiet

44. Reliable

45. Respectful

46. Respects Others

47. Responsible

48. Sense of Humor

49. Serious

50. Sincere

51. Smiles

52. Strong

53. Sympathetic

54. Talks a Lot

55. Thoughtful

56. Tough

57. Trustworthy

58. Truthful

59. Understanding

of Others

60. Unselfish

Getting to Know ME: You are a STAR (WS 1.1) You are unique.

You hold a special place in your family, club and school. Circle 15 words that describe the kind of person you think you are:

1. Active

2. Agreeable

3. Artistic

4. Calm

5. Caring

6. Compassionate

7. Concerned

8. Considerate

9. Cool

10. Cooperative

11. Creative

12. Energetic

13. Enjoyable

14. Fair

15. Forgiving

16. Friendly

17. Fun

18. Generous

19. Gentle

20. Good Attitude

21. Good Friend

22. Good Listener

23. Good Sport

24. Good Student

25. Happy

26. Happy

27. Happy with Self

28. Healthy

29. Helpful

30. Honest

31. Honorable

32. Kind

33. Laughs a Lot

34. Leader

35. Neat

36. Nice

37. Nonviolent

38. Patient

39. Peaceful

40. Playful

41. Pleasant

42. Proud

43. Quiet

44. Reliable

45. Respectful

46. Respects Others

47. Responsible

48. Sense of Humor

49. Serious

50. Sincere

51. Smiles

52. Strong

53. Sympathetic

54. Talks a Lot

55. Thoughtful

56. Tough

57. Trustworthy

58. Truthful

59. Understanding of

Others

60. Unselfish

Write the “TOP FIVE” words that best describe the kind of person you think you are. 1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________

Grade(s): Elementary Lesson 2: Ten Things I Love to Do Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)

Lesson Title Lesson 2: Ten Things I Love to Do Grade(s) Elementary Education for The student will be able to develop a knowledge base from which to make Careers Standard intelligent career decisions about how to obtain and retain a job and be prepared for the changing workplace. Education for Benchmark 2: The student will be able to assess personal strengths and Careers Benchmark weaknesses related to career choice. Benchmarks Benchmarks K-4

ELA-1-E6: Interpreting (retelling, summarizing) texts to generate connections to real- life situations (1, 2, 4)

ELA-4-E2: Giving and following directions/procedures (1, 4) ELA-4-E7: Participating in a variety of roles in group discussions (active listener, contributor, discussion leader) (1, 4, 5) ELA-7-E2: Using basic reasoning skills, life experiences and available information to solve problems in oral, written, and visual texts (1, 2, 4)

Benchmarks 5-8 ELA-4-M2: Giving and following directions/procedures (1, 4)

ELA-4-M3: Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations (1, 2, 4) ELA-4-M6: Participating in a variety of roles in group discussions (facilitator, recorder)* (1, 4, 5)

Time Allotted 40-45 minutes. What you need for the Lesson:

• Per participant: One 3” x 5” index card • Pencils or ink pens • Markers • Equipment: Flip chart and easel.

Background: Although we share a common humanity, we are each as unique as snowflakes. No two of us is exactly alike. Even identical twins have different fingerprints. But, just who are we as persons? How are we distinct from one another? We are all separated by what we value. In one sense, a value is anything that is worthwhile to us. It might be a person, an object or an abstract standard or ideal on which we base our conduct. These are some of the questions and topics that will be discussed in this lesson.

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Activity 1: Ten Things I Love to Do

1. Introduce the lesson. 2. Distribute card to participants and ask

each to list 10 things they love to do. 3. When completed, ask a volunteer to share

one of their activities. 4. Then, brainstorm occupations related to

the activity. Example: Attend parties

• Ask participants to think about activities at a party such as talking with people, enjoying food, dancing and playing games.

• Now ask the group to suggest ways a person could use an interest in parties to make money.

• Some examples follow: catering, disc jockey, party planner, selling party supplies and decorations, renting party games and designing clothing for party themes.

5. Summary What do you want to be when you grow up? How many times have you been asked that question? Do you have an answer? Where do you start in figuring out what to do? One of the best ways to explore careers is to take an assessment. Career assessments are tools to help you explore something about yourself. They are based on different things – like skills, values, interests and your personality. Assessments are meant to help you think about the types of jobs that fit you by giving you an idea of how jobs might relate to your specific characteristics. It is hoped that the activity we just completed, “Ten Things I Love to Do” will help you think more about what kind of job you would like to have based on what you love to do.

3” x 5” card (one per participant) Write information on a flip chart.

List 10 things they love to do on a 3” x 5” card. Raise hand to share an activity from their list. Individual responses. Individual responses.

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This is one way to help you make a wise career development decision. Activity 2: Jobs and Careers 6. Ask the participants how many have an

idea of the type of occupations they would like to have.

7. Explain that sometimes people will use the words “job” and “career” interchangeably. Ask these questions:

• Who can define the word job? • What is meant by career? • How is an occupation different

from a career? Definitions:

A. Job – A particular task or undertaking. It may be paid or unpaid. B. Career – All of your life’s work. C. Occupation – A group of jobs with similar educational requirements, skills and tasks.

8. Ask participants to volunteer to share an occupational goal. Write the goal on a flip chart.

9. Affirm the importance of having a vision and dreaming. Remind participants of the changing nature of the world of work and suggest the importance of having backup plans in place.

10. Ask the participant what value or interest attracts them to their occupational goals. For example, if a participant wants to be a truck driver, ask her or him to identify the values or interests that truck driving would fulfill. Write answers on the flip chart.

11. Ask participants to suggest more ways, including occupations of fulfilling the same values or interests. Write answers on the flip chart.

12. Repeat for two or three more examples. 13. Ask participants to record on their cards

three jobs related to the 10 things they

Flip chart and marker. Flip chart and markers.

Share future plans or occupational goals. Individual responses.

8


love to do. 14. Conclude by summarizing the importance

of seeking ways to fulfill values and interests. Emphasize that career planning is a process used to creatively identify a variety of work opportunities. Reinforce that values and interests may be fulfilled both through paid and unpaid work.

Reference: National Career Development Initiative, Career Information Coordinating Committee, Resources for Teachers.

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Grade(s): Elementary Lesson 3: Making Decisions Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)

Lesson Title Lesson 3: Making Decisions Grade(s) Elementary Education for The student will be able to develop a knowledge base from which to make Careers Standard intelligent career decisions about how to obtain and retain a job and be prepared for the changing workplace. Education for Benchmark 2: The student will be able to assess personal strengths and Careers Benchmark weaknesses related to career choice. Benchmarks Benchmarks K-4 ELA-1-E6: Interpreting (retelling, summarizing) texts to generate connections to real-life situations (1, 2, 4) ELA-4-E2: Giving and following directions/procedures (1, 4) ELA-4-E7: Participating in a variety of roles in group discussions (active listener, contributor, discussion leader) (1, 4, 5) ELA-7-E2: Using basic reasoning skills, life experiences, and available information to solve problems in oral, written and visual texts (1, 2, 4) Benchmarks 5-8 ELA-4-M2 : Giving and following directions/procedures (1, 4) ELA-4-M3 : Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations (1, 2, 4) ELA-4-M6 : Participating in a variety of roles in group discussions (facilitator, recorder)* (1, 4, 5) Time Allotted 40-45 minutes. What you need for the Lesson:

• Marker • Stapler • Pencils or ink pens • 4 small paper bags (lunch bags) • 1 apple • 1 small bag of candy • 1 ink pen • 1 dollar bill and IOU for $1

Preparation: • Using the marker, number the bags one to four. Place the following items in the corresponding

bags: Ø Bag 1: apple Ø Bag 2: small bag of candy Ø Bag 3: ink pen Ø Bag 4: dollar bill and IOU for $1 • Fold the top of each bag and staple shut so no one can see inside.

Background: Deciding to decide is often harder than carrying through once the decision has been made. Not to make a decision is still a decision of time and circumstances. Indecision leads to wasting time, energy, talent, opportunity and, in some cases, money. A person should consider possible consequences when making decisions.

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Activity 1: What is decision making?

1. Ask participants to list examples of decisions they made today. Write responses on a flip chart. Examples: When to get up. What to wear. Whether to eat breakfast.

2. Ask the group to list some things to consider when making decisions. Write the responses on the flip chart.

3. Explain that people make small decision daily, but with big, important decisions, a person needs to evaluate alternatives carefully. You will need to pay attention to the effect of the consequences on your value system. In some cases, the consequences may not be known before making a decision.

4. Tell the group you are going to demonstrate what to consider when making decisions.

5. Line up the four bags on a table or on the floor in front of the group.

6. Ask one volunteer to come forward and to stand behind one of the bags. Ask for second and third volunteers to come forward. Tell the volunteers not to touch any of the bags. Note: There will be one extra bag.

7. Explain to the rest of the group that it is the audience and that it can try to encourage the volunteers to select a particular bag. Instruct them to do so. Tell them not to stand or move from their seats. Give the audience an opportunity to try to coach the volunteers.

8. Then, ask each volunteer: Why did you pick this bag?

9. Discussion point: The volunteers have no information about what is in each bag. Without information, it is hard to make a decision.

Flip chart and markers. Four prepared bags.

Individual responses. Volunteers stand behind a bag. Audience tries to influence the volunteers. Individual responses.

11


10. Have the volunteers pick up their chosen bags by the tops only, 3 to 4 inches off of the table or floor, then put them down.

11. Ask the first volunteer that came forward if he or she would like to exchange bags with any of the other volunteers or if they would like to pick the remaining bag. Allow them time to do so, if desired. Repeat the process with the other two volunteers. Ask each volunteer who exchanges bags why he or she decided to do so.

Note: The rule is that any volunteer, when given the opportunity, may exchange bags with any other volunteer or pick the remaining bag. Each time an exchange is made, the person making the selection may select any bag to the left (bag from another volunteer or the remaining bag).

12. Tell the volunteers to pick up bags one

more time and to examine the bags more closely except looking inside to find out what is in the bag. Then move down the line to examine all of the other bags. NOTE: They may shake, touch, smell or do anything similar to the bag to examine it except opening the bag.

13. Once again, give the option from the first volunteer to the third to trade bags (with another volunteer or pick the remaining bag). Tell them that this is the final choice. Give audience an opportunity to influence the volunteers.

14. Instruct all of the volunteers to open their bags and take out the contents, displaying them for the entire group. When the volunteer opens the bag with the dollar bill and the IOU, be sure to execute the IOU by getting your dollar back.

15. Discuss each choice. Ask the group to determine what kinds of observation they can make about decision-making based on the activity. Write responses on the flip

Facilitator opens the extra bag.

Volunteer pick up bags. Volunteers are given an opportunity to exchange bags. Audience tries to influence the volunteers. Volunteers examine bags. Audience tries to influence volunteers. Volunteers open bags.

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chart. Examples: • Sometimes when we make decisions,

we do the best we can with the information we have, but the results may be less than we anticipated.

• Sometimes decisions yield positive consequences.

• Sometimes decisions have negative consequences.

• Sometimes risk-taking is involved when making decisions that can lead to dangerous situations or embarrassment.

Reflections: • Ask the volunteers how it felt to

make decisions and to accept their consequences.

• Ask the volunteers how they felt when the audience tried to influence their choices.

Other questions for the entire group: • What is important in decision

making? • What influences decision making?

Reference: Adapted from Health Education for Youth, 1999.

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Grade(s): Elementary Lesson 4: Good Employee Recipe Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)

Lesson Title Lesson 4: Good Employee Recipe Grade(s) Elementary Education for The student will be able to develop a knowledge base from which to make Careers Standard intelligent career decisions about how to obtain and retain a job and be prepared for the changing workplace. Education for Benchmark 2: The student will be able to assess personal strengths and Careers Benchmark weaknesses related to career choice. Benchmarks Benchmarks K-4 ELA-1-E6: Interpreting (retelling, summarizing) texts to generate connections to real-life situations (1, 2, 4) ELA-4-E2: Giving and following directions/procedures (1, 4) ELA-4-E7: Participating in a variety of roles in group discussions (active listener, contributor, discussion leader) (1, 4, 5) ELA-7-E2: Using basic reasoning skills, life experiences, and available information to solve problems in oral, written and visual texts (1, 2, 4) Benchmarks 5-8 ELA-4-M2 : Giving and following directions/procedures (1, 4) ELA-4-M3 : Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations (1, 2, 4) ELA-4-M6 : Participating in a variety of roles in group discussions (facilitator, recorder)* (1, 4, 5) Time Allotted 40-45 minutes. What you need for the Lesson:

• Worksheet 4.1 (WS 4.1). • Pencils or ink pens. • Markers • *Presenter Material (PM 4.1) • Equipment: Flip chart and easel

Background: When you start working in an organization, you will be joining a team. A team is two or more people working together to produce the same results. Members of a team work for the benefit of all team members. People who work for the same organization are part of a team. An organization is a group of people working together to produce a known result. Teamwork is work done by a group, with each member placing the success of the group ahead of personal interests. *Check with a 4-H coordinator to determine what regional offices print posters. Print a large poster to display at the meeting or write the recipe on a flip chart before the meeting.

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Activity 1: What employers look for in employees

1. Ask participants: What do you think employers look for in employees? Write information generated on a flip chart.

2. Add in any additional characteristics that are important, but were not mentioned. Note: You should now have a list of characteristics of good employees. Discuss and summarize.

Activity 2: Characteristics of good employees

3. Display the “Cookie Recipe” poster. 4. Discuss the components of a recipe:

ingredients, amounts of ingredients, directions on how to mix ingredients and instructions for preparation of the finished product.

5. Tell the participants that they will form small groups to develop recipes for good employees, using the cookie recipe as an example. Tell them to work together to generate a list of characteristics of good employees and to list them as ingredients in the recipe. Give them the following directions to complete their recipes:

• List the ingredients of good employees.

• Tell the amount of each ingredient.

• Make sure the ingredient they value most is the largest amount.

• Tell them to complete their recipes by giving directions on how to mix the ingredients together.

6. Distribute WS 4.1. Discuss. Divide the group into groups of five to six.

7. When completed, have groups present their recipes. On the flip chart, add any new characteristics reported by each group to the list generated earlier.

Flip chart and markers. PM 4.1, Cookie Recipe poster. WS 4.1 and pencils. Flip chart and markers.

Individual responses. Work in groups of five to six to develop a Recipe for a Good Employee.

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Combine any duplication. 8. Reflections: What do you think is the

most important value for a team member to have? Was it hard for your group to develop a list of characteristics? Why? Why not? Are there areas you would like to improve on in your work with team members?

9. Summary: Our personalities include our attitudes and values. Some things in life are simply more important to each of us than other things are; however, different people seem to value different things or value the same things, but to a different extent and in different ways. What you value as an individual is extremely important, since your values will largely determine your goals, your pattern of acting, people’s reactions to you and ultimately your happiness in life. The characteristics generated today in your recipes for Good Employees demonstrate the values of this group. These are the things you need to work on in your personal relationships with others to be a good team member in whatever job you choose.

Reference: Adapted from Health Education for Youth, 1999.

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Good Friend Recipe

Ingredients: 1 cup caring ½ cup honesty 2 tablespoons fun to be with 1 tablespoon sense of humor Dash of patience Directions: Blend caring with patience. Stir in honesty. Fold in fun to be with. Top with sense of humor.

Good Employee Recipe

Ingredients: Directions:

WS 4.1

Easy Pecan Cookies INGREDIENTS: • 1 cup butter • 1/2 cup powdered sugar • 1/4 teaspoon salt • 1 teaspoon vanilla extract • 2 1/4 cups all-purpose flour • 1 cup chopped pecans DIRECTIONS: Cream the butter with ¼ cup of the powdered sugar and the vanilla. Mix in the flour, nuts and salt. Roll into balls, using about 1 tablespoon of dough, and place on an ungreased cookie sheet. Bake 15 minutes at 350 degrees. Roll in powdered sugar while still warm.

PM 4.1

Grade(s): Elementary Lesson 5: Teamwork Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)

Lesson Title Lesson 5: Teamwork Grade(s) Elementary Education for The student will be able to develop a knowledge base from which to make Careers Standard intelligent career decisions about how to obtain and retain a job and be prepared for the changing workplace. Education for Benchmark 2: The student will be able to assess personal strengths and Careers Benchmark weaknesses as related to career choice. Benchmarks Benchmarks K-4 ELA-1- E6: Interpreting (retelling, summarizing) texts to generate connections to real-life situations (1, 2, 4) ELA-4-E2: Giving and following directions/procedures (1, 4) ELA-4-E7: Participating in a variety of roles in group discussions (active listener, contributor, discussion leader) (1, 4, 5) ELA-7-E2: Using basic reasoning skills, life experiences, and available information to solve problems in oral, written and visual texts (1, 2, 4) Benchmarks 5-8 ELA-4-M2 : Giving and following directions/procedures (1, 4) ELA-4-M3 : Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations (1, 2, 4) ELA-4-M6 : Participating in a variety of roles in group discussions (facilitator, recorder)* (1, 4, 5) Time Allotted 40-45 minutes. What you need for the Lesson:

• Per group of five to six participants: Five 3” x 5” index cards or slips of paper • Worksheet 5.1 (WS 5.1) • Worksheet 5.2 (WS 5.2) • Worksheet 5.3 (WS 5.3) • Pencils or ink pens • Markers • Presenter Material (PM 5.1) • Equipment: Flip chart and easel

Background: Group problem solving and decision making provides: (1) a wider source of ideas and suggestions, (2) a broader range of experience, (3) support of other members in implementing ideas and (4) greater feedback for evaluating the results of a decision.

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Activity 1: The advantages and disadvantages of teamwork. Objective: Participants will be able to define the word, teamwork. 1. Read the following aloud to the participants: "A thoughtful father called for his three children. He gave each of them a stick to break. Each child could easily break the stick. He then tied the three sticks together and asked each child to try to break them. Each child tried to break the bound sticks but without success. Individually a stick was easy to break, but, when they were bound together, they were impossible to break.” 2. Ask participants the meaning of the story. (They should come up with the idea of teamwork.) 3. The presenter writes the word teamwork on the flip chart. Then divide the larger group into groups of five to six. Instruct the smaller groups to come up with a definition for the word, teamwork. Note: Groups can brainstorm ideas and then write one definition for the group. 4. Have the smaller groups share their definitions with the larger group. Combine all definitions into one definition. Activity 2: Space Survival

1. Instruct group members to work together solve a problem and to agree on a solution. The exercise will focus on teamwork and reaching consensus.

2. Distribute worksheet 5.1 and instruct participants to work individually to complete the form. Participants are to work individually to complete worksheet 5.1 (WS 5.1).

3. Read and explain instructions provided.

WS 5.1

Individual responses. Work in groups to develop a definition for teamwork. Share definitions with the larger group. Work together to combine ideas. Complete WS 5.1.

20


After individual participants complete the worksheet, divide them into groups of five to six. Instruct the smaller groups to work to reach consensus by ranking the items as a group.

4. Distribute index cards or slips of paper and Worksheet 5.2.

5. Give the smaller groups 5 slips of paper or index cards on which to write the survival items. NOTE: This will help facilitate the ranking of items in the group.

6. Discuss the following guidelines: Guidelines for Consensus

• Try to listen to everyone’s opinions and reasons.

• Do not assume that someone must win and someone must lose.

• Avoid conflict-reducing techniques such as majority vote, averages or bargaining.

• Try to involve everyone in the decision process.

7. After all groups have reached consensus,

the correct answers and their rationale should be distributed or announced.

Objective: Participant will be able to identify typical roles people take on when they are part of a team.

1. The presenter asks the group to reflect on the process it when through in the activity. Ask: When you are part of a team, what role do you usually take? Are you usually a leader? Are you usually quiet? Do you support the person who seems to hold the power and dislike the person who doesn’ t?

2. Distribute WS 5.3, My Teamwork Style. Instruct participants to complete the form.

Summary: Working as part of a team is common in today's workplace. Ask: “What will help

WS 5.2 PM 5.1 WS 5.3

Write the survival items on index cards or slips of paper (one item per card). Work to agree upon a group ranking of the items. Record results on, WS 5.2. Compare answers. Individual responses. Complete, WS 5.3.

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people work together successfully on teams?” If time allows, write responses on a flip chart. Some possible reflections follow.

1. Successful teams make decisions together. 2. Successful teams have shared goals

everyone knows and agrees on. 3. Successful teams have a climate of trust

and openness. 4. Team members can express a new idea

without the fear of being embarrassed or criticized.

5. Successful teams promote a sense of belonging. Everyone feels valued.

6. On successful teams, differences of opinions, ideas and experiences are valued.

References:

Adapted from Washington Workforce Training and Educating Coordinating Board, ABEL Project. Space Survival Activity: Adapted from NASA, Lesson Plans for Teachers.

Individual responses.

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WS 5.1: Individual Worksheet

SPACE SURVIVOR

Instructions: Your space crew, originally scheduled to connect with a rescue ship on the Moon, had to make an emergency landing. During landing, much of the equipment aboard was damaged. Since survival depends on reaching the rescue ship, the most important items available must be chosen for the trip. Below are the five items left undamaged after the landing. Your task is to rank them in terms of their importance to your crew in allowing the team to reach the rescue point. Place the number 1 by the most important item, the number 2 by the second most important and so on through the number 5, the least important.

Your Ranking (1 to 5. “1” is most important) Solar-powered FM receiver/transmitter First aid kit Water - 5 gallons Concentrated food Nylon rope – 15 yards

WS 5.2: Group Worksheet

SPACE SURVIVOR

Instructions: Your space crew originally scheduled to connect with a rescue ship on the Moon, had to make an emergency landing. During landing, much of the equipment aboard was damaged, and since survival depends on reaching the rescue ship, the most important items available must be chosen for the trip. Below are the five items left undamaged after the landing. Your task is to rank them in terms of their importance to your crew in allowing the team to reach the rescue point. Place the number 1 by the most important item, the number 2 by the second most important and so on through the number 5, the least important.

Group Ranking (1 to 5. “1” is most important)

*NASA Ranking

Group Ranking

Items

Solar-powered FM receiver/transmitter First aid kit Water - 5 gallons

Concentrated food Nylon rope – 15 yards

*NASA: National Aeronautics and Space Administration

WS 5.3: My Teamwork Style

What is your teamwork style? Rate your actions in teams, then take a look at your ratings and answer the questions.

1. What did you learn about teamwork by participating in this activity? 2. How does this activity relate to how people work together on different jobs?

In groups , I: Often Never Sometimes 1. Interrupt people when they are talking. 2. Usually keep quiet when I disagree. 3. Would rather work alone, not with others. 4. Keep cool under pressure and control my temper. 5. Find it easy to listen to others. 6. Respect others have to say.

PM 5.1: Answer Key

SPACE SURVIVOR

Instructions: Your space crew, originally scheduled to connect with a rescue ship on the Moon, had to make an emergency landing. During landing, much of the equipment aboard was damaged. Since survival depends on reaching the rescue ship, the most important items available must be chosen for the trip. Below are the five items left undamaged after the landing. Your task is to rank them in terms of their importance to your crew in allowing the team to reach the rescue point. Place the number 1 by the most important item, the number 2 by the second most important and so on through the number 5, the least important. *NASA Ranking

Items

NASA’s Reasoning

3 Solar-powered FM receiver/transmitter

For communication with rescue ship.

5 First aid kit First aid may be needed.

1 Water – 5 gallons Needed to survive.

4 Nylon rope – 15 yards Useful for travel over rough land areas.

2 Concentrated food Necessary but can live for some time without it.


Workforce Preparation Elementary School

Pre- Post-test Directions: Circle the letter you think represents the best answer.

1. What is a goal? A. Something you want to achieve in the future. B. Something you want others to do for you. C. Something you plan to think about.

2. Your personality includes: A. Your posture B. Your mannerisms C. A and B

3. An occupation is: A. A group of jobs with similar educational and skill requirements. B. A group of careers. C. A business type job.

4. What is important to make good decisions?

A. Always act as quickly as possible. B. Get more information. C. Don’t discuss the issue with anyone.

5. What is another term for personality?

A. Teamwork B. Participation C. Attitude

6. What is one important requirement for teamwork?

A. A leader who knows all of the answers. B. Shared goals and the desire to achieve them. C. Recognition of the most outstanding leader.

7. What is the difference between a job and a career?

A. A job is hard work. B. A job is what you do for which you get paid; a career is all of your life roles. C. A job is your occupation; a career is a job.

8. In work environments today, employers look for employees who:

A. Work well on teams. B. Wear stylish clothing. C. Like being the center of attention.

9. What is a value?

A. What other people think is important. B. What is important to the individual. C. What a group of people think is important.

10. An “Ideal workplace” A. Is where workers make a lot of money. B. Is where workers feel valued and respected. C. Depends on the values of individual workers.

Workforce Preparation Elementary School

Pre- Post-test: Answer KEY Directions: Circle the letter you think represents the best answer.


2. Your personality includes: A. Your posture B. Your mannerisms C. A and B

3. An occupation is: A. A group of jobs with similar educational and skill requirements. B. A group of careers. C. A business type job.

4. What is important to make good decisions?

A. Always act as quickly as possible. B. Get more information. C. Don’t discuss the issue with anyone.


A. Teamwork B. Participation C. Attitude


A. A leader who knows all of the answers. B. People sharing goals and working together to achieve them. C. Recognition of the most outstanding leader.




A. Work well on teams. B. Wear stylish clothing. C. Like being the center of attention.

9. What is a value?

A. What other people think is important. B. What is important to the individual. C. What a group of people think is important.

10. An “Ideal workplace” A. Is where workers make a lot of money. B. Is where workers feel valued and respected. C. Depends on the values of individual workers.

Contents


Workforce Preparation Lesson Plans

For Middle and High School Students

Section II: Middle and High School Lesson Plans

Page Lesson 1: Taking Charge of Your Life and 1-10 Making Things Happen Lesson 2: Getting to Know ME 11-14 Lesson 3: Dreams and Goals 15-22 Lesson 4: My Ideal Workplace 23-29 Lesson 5: Teamwork 30-37

Section II

Grade(s): Middle and High School Lesson 1: Taking Charge of Your Life and Making Things Happen Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)

Lesson Title: Lesson 1: Taking Charge of Your Life and Making Things Happen

Grade(s): Middle and High School Education for The student will be able to develop a knowledge base from which to make Careers Standard intelligent career decisions about how to obtain and retain a job and be prepared for the changing workplace. Education for Benchmark 2: The student will be able to assess personal strengths and Careers Benchmark weaknesses as related to career choice. Benchmarks Benchmarks 5-8 ELA-4-M2 : Giving and following directions/procedures (1, 4)

ELA-4-M3 : Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations (1, 2, 4)

ELA-4-M6 : Participating in a variety of roles in group discussions (facilitator, recorder)* (1, 4, 5) Benchmarks 9-12 ELA-4-H2 : Giving and following directions/procedures (1, 4) ELA-4-H3 : Using the features of speaking (audience analysis, message construction,

delivery, interpretation of feedback) when giving prepared and impromptu presentations (1, 2, 4)

ELA-4-H6 : Participating in a variety of roles in group discussion (mediator) (1, 4, 5)

Time Allotted: 40-45 minutes

What you need for the Lesson: • Per Person: Pencil, Worksheet 1.1 (WS 1.1) and Worksheet 1.2 (WS 1.2) • Presenter Material (PM 1.1) • Print and cutout the signs: (1) Fanta, (2) Someone Else • Equipment: InFocus/LCD projector, screen, laptop computer • PowerPoint Presentation: Taking Charge, Making Things Happen

Background Information: Sample of what to say to participants: Taking charge means accepting responsibility for what you do and what happens to you. To take charge of your life, gather information needed to make decisions and then select the best solution. Find out what lies ahead. Make decisions. Don’t just fall into things. If you are not a take-charge person, there is nothing stopping you from becoming one. Contact: Juanita Johnson, Professor, LSU AgCenter Department of 4-H Youth Development

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Teaching Tip: Begin the lesson with an EXPERIENCE. Action! This immediately focuses the attention on the learner rather than the facilitator. Activity 1: Taking Charge and Making Things Happen

1. Introduction: Introduce the lesson (see background information).

Show the PowerPoint Presentation: “Taking Charge of Your Life and Making Things Happen.” Discuss and answer any questions posed by the group. After showing the PowerPoint Presentation, explain to the participants that you are going to ask them to look at their own lives to see when they let things happen and when they make things happen. Ask a volunteer to share a time when he or she was in a situation when he or she let things happen. If you are unsure whether the group understands the concept or is able to generate appropriate examples, share an example of your own (either work or non-work related). NOTE: For your reference, there is a work-related example on WS 1.1.

2. Participant Activity Distribute WS 1.1. Have participants complete individually.

3. Group Activity Divide larger group into groups of 5-6 participants.

“Taking Charge, Making Things Happen,” PowerPoint Presentation WS 1.1

View PowerPoint Presentation. Have individual participants complete WS 1.1. In their small groups, have participants share the characteristics they listed on WS 1.1 in the block labeled: List some characteristics of a person who “makes things happen.” Then, have the small groups brainstorm added characteristics a person must have to “take charge and make

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4. Group Activity Have the groups share the characteristics they identified with the entire group. Teaching Tip: Generalize by asking questions about personal and group experiences.

5. Debrief/Discussion Ask the group: Are these characteristics desirable in personal life? In work life? Why or why not? Activity 2: Who is in Charge?

6. Method 1: Print and cutout the signs: Fanta and someone else. Or, issue blank sheets of paper and have participants make two signs: (1) Fanta, (2) Someone else.

7. Method 2: 1Alternative method (see footnote).

8. Ask the group to listen to the scenario you will read to the group about Fanta (see PM 1.1 “Who is in Charge?”). Explain that after you read each section, you will give them a moment to consider the options and then you will ask them to indicate who they think is in charge of the decision in that part of the scenario, Fanta or someone else. Tell the participants they will indicate their answer by holding up the appropriate sign.

9. Tell the participants you will do a trial run with them. Use the following example for your trial run:

“Fanta and her friend were shopping and Fanta decided to buy a new CD. She had chosen one she had wanted for awhile and showed it to her friend. Her friend said she already had that one and that Fanta could borrow it, suggesting that Fanta buy a different one the friend did not have.

PM 1.1

things happen” (creative, assertive, risk-taker, etc.). Have participants add any new characteristics to their own lists. Groups share characteristics. Individual response.

3


Fanta didn’t want that one, but didn’t want to hurt her friend’s feelings, especially since she was willing to lend her the CD. Fanta bought the CD her friend suggested.”

10. Ask the group, “Who is in control?” Have them indicate their response by raising the appropriate sign. Review the concept of “taking charge” for those who think Fanta is in charge.

11. Read aloud the text from PM 1.1 (Who is in Charge?). After each scenario, have the group indicate who they believe is in charge. Stop, discuss and clarify as appropriate.

12. After completing the entire section, have the small groups discuss Fanta’s actions and assuming Fanta really does want to get a job, have them identify what Fanta might have done if she had taken control in each decision.

13. If time permits, have each group share a summary of the discussion.

14. Extension Distribute WS 1.2. If time permits, have participants complete the form at the meeting or encourage them to complete them later on their own.

15. Summary/Closure If time permits and it is appropriate, have participants reflect on what they wrote on WS 1.2, Taking Charge of Your Life and Making Things Happen form. Ask volunteers to share one way they are taking charge of their lives.

Reflections : Have participants reflect on what was discussed in this lesson, ask:

• What did you learn today? • What does any of this mean to you in

your plans for a career later in life? • How might you take this information

and use it at home? In school? On the job? In other settings?

Summary: Initiative is being aware of what to do and doing it. Taking initiative is a key factor in the success of workers in today’s workplace, whether they are employees or self-employed. Workplace trends focus on less hierarchical structures, more team approaches and greater emphasis on entrepreneurial skills. All of

PM 1.1 WS 1.2

Discuss scenarios in small groups and report back to the full group. If time allows, complete WS 1.2. If time allows and it is appropriate, have volunteers share one way they are taking charge of their lives. Listen and respond.

4


which, support the importance of taking initiative. Adapted from: Career Guide for The Edge Magazine , 2002. Louisiana Department of Education, Education for Careers, May 2003.

1Alternative method

Alternative method (Depends on size of the group and meeting space): To increase group interaction, mix people up and help people learn more about one another. Make two signs: Fanta and Someone Else. Have a volunteer go to one corner of the meeting room and hold up one of the signs and have another volunteer go to a different section of the room and hold up the other sign. After the scenario has been read, everyone goes to the corner of his or her choice. Once there they may talk about why they chose that corner with the rest of their group or you can ask individuals to share with the whole group.

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FANTA FANTA

FANTA

FANTA

FANTA

SOMEONE ELSE

SOMEONE ELSE

SOMEONE ELSE

Presenter Material 1.1 (PM 1.1)

Taking Charge of Your Life and Making Things Happen

Who is in Charge?

1. Fanta has been thinking about getting another summer job since she quit her fast- food job the second week in June. A new pet store is just opening in the little shopping center a few blocks from her house. Her best friend, Donald, has been encouraging her to apply. Fanta is not interested because she really wants to work in a clothing store, but, so far, nothing has come up. Fanta decides to apply at the pet store, thinking at least that might make her friend happy. WHO IS IN CHARGE? (Fanta’s Best Friend)

2. When she took her application to the pet store, Fanta noticed that another little shop was

almost ready to open; it looked like it might have clothing for young children. A person Fanta thinks might be the owner is just opening the door of the new store. Fanta decides to approach her and ask if it is her store. The person responds that it is, and that she will be selling used children’s clothing. Fanta asks if she has hired all of her staff. WHO IS IN CHARGE? (Fanta)

3. The new store owner replies that she has some applications but has not done any

interviews. Fanta asks if she might give the shop owner her resume. WHO IS IN CHARGE (Fanta)

4. Fanta decides that working in a children’s clothing store would be better than a pet store

or her old fast- food job, so she polishes up her resume, takes it down to the store and leaves it with the owner. WHO IS IN CHARGE? (Fanta)

5. Fanta is excited about the possibility of the job at the Children’s Clothing Store. She tells

one of her friends about it. She is amazed that Fanta would work in a “used” clothing store. Her friend goes on about how selling used clothing is not cool, etc. Fanta is disappointed in her friend’s reaction. Later that day, the store owner phones her to see if she can come in for an interview and Fanta tells her that she has changed her mind and is not interested after all. WHO IS IN CHARGE? (Fanta’s friend)

6. Fanta gets an interview at the pet store. Her friend Donald is excited that Fanta might be

working at the pet store. He loves animals and hopes to be a veterinarian one day. Fanta goes to the interview, receives a job offer and accepts. WHO IS IN CHARGE? (Fanta’s friend)

8

8

Worksheet 1.1 (WS 1.1) Taking Charge of Your Life and Making Things Happen

A. Example:

Nolan works in the local burger place. He has been there for 3 months and has spent most of his time in the food preparation area, making burgers. At one time when they were short-handed out front, he had to fill in and he liked dealing with people, taking and filling orders and keeping the front counter in order. He actually did well at the job, except for operating the cash register. A couple of new people had been hired and they always got to work at the front counter. Nolan would really like to move to work at the front counter.

B. Letting it Happen: Nolan tells the manager that he really likes working with people. He hopes that the manager will catch the hint and ask him to fill the next opening in the front.

C. Making it Happen: Nolan gets Nakita, the best worker in the front to show him how to work the cash register when not much is happening. Nolan tells the manager that he would like a shot at the next position that opens up in the front. He also asks what he could do in the meantime to learn more about the job, so he’ll be ready when an opening comes up.

D. My Example: Describe a time when you were in a situation and you “let things happen.” Your situation can be in a school, club or volunteer or work setting.

E. My Example: Describe a time when you were in a situation and you “made things happen.” Your situation can be in a school, club or volunteer or work setting.

F. List some characteristics of a person who “makes things happen.”

Worksheet 1.2 (WS 1.2) TAKING CHARGE

List some ways in which you generally take charge of your life: 1. 2. 3. _____

List some ways in which you generally fall short of taking charge of your life: 1. 2. 3. __________

Do you believe you should take greater charge of your life? _Yes _No Why or why not?

What are some specific things you can do to take greater charge of your life? 1. 2. 3.

Grade(s): Middle and High School Lesson 2: Getting to Know ME Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)

Lesson Title Lesson 2: Getting to Know ME Grade(s) Middle and High School Education for The student will be able to develop a knowledge base from which to make Careers Standard intelligent career decisions about how to obtain and retain a job and be prepared for the changing workplace. Education for Benchmark 2: The student will be able to assess personal strengths and Careers Benchmark weaknesses as related to career choice. Benchmarks Benchmarks 5-8 ELA-4-M2: Giving and following directions/procedures (1, 4)

ELA-4-M3: Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations (1, 2, 4) ELA-4-M6: Participating in a variety of roles in group discussions (facilitator, recorder)* (1, 4, 5)

Benchmarks 9-12 ELA-4-H2: Giving and following directions/procedures (1, 4) ELA-4-H3: Using the features of speaking (audience analysis, message

construction, delivery, interpretation of feedback) when giving prepared and impromptu presentations (1, 2, 4)

ELA-4-H6: Participating in a variety of roles in group discussion (mediator) (1, 4, 5) Time Allotted Activity One: 10-12 minutes. Activity Two: 15-20 minutes What you need for the Lesson:

• Per person: 10 3x5 cards (or slips of paper) and an ink pen or pencil • Worksheet 2.1 ( WS 2.1)

Background Information: Sample of what to say to participants: Do you know who you are? Do you know what you want to accomplish? The answers to these questions can be found through self-assessment. Awareness of your values, interests, skills and personality type increases your understanding of yourself and the level of satisfaction you feel when you make decisions. After completing the activities we have planned for today, you will gain a better understanding of how your values, skills and interests have made you the person you are today and how this information can be used in career planning.

11




Activity 1: The 10 Most Important Things 1. Tell the group that it will now play a

game, “The 10 Most Important Things.” 2. Pass out 10, 3x5 cards or slips of paper

and a pencil to each participant. 3. Have them write the 10 most valuable

things in their life on the cards, with one thing per card. Tell them that what they write might be: qualities, people, possessions, etc.

4. Allow several minutes. 5. Ask if anyone needs a little more time. 6. When all have completed their cards, tell

them that circumstances in their lives have suddenly changed and they have to give up one card (thing). Ask, “Which one would you give up first?”

7. Have them take that card from their pile and write a “1” on it and separate it from the other cards.

8. Then have them give up another card and number it “2.”

9. Continue down to “10,” the most important thing in their life. Note: If taken seriously, this activity can be very difficult but very rewarding.

10. When completed, explain that they have made a personal priorities list.

11. Discussion: Ask the group: • Was it difficult to “give up” your

most important things? Why? • Was it difficult to decide which

one was most important? Why? • Do you think there are times when

setting priorities would help you make a difficult decision?

12. Say: You acquire your values during childhood through the influences of your family and friends, your spiritual beliefs and your cultural heritage. Your values are also influenced by the media, experiences in school and society in general. But, you may not be consciously

10, 3x5 cards or slips of paper and a pencil for each participant

Write one “most important thing” on each card or piece of paper. Remove one card and write a “1” on it. Remove additional cards as instructed and number accordingly.

12


aware of the multitude of values and characteristics that have formed you as a person. To get a better sense of “who you are,” we will complete a “Getting to Know ME” activity.

Activity 2: Getting to Know ME 13. Distribute the “Getting to Know ME”

worksheet (WS 2.1). Instruct participants to complete the worksheet by following the directions given. Answer questions and give further instructions as needed.

14. Divide the larger group into groups of 5-6 participants. Have participants share:

• three things they love to do • their answer to question number 1

15. If time allows and if appropriate, have individuals from the smaller groups share what they learned about themselves (Statement number 2).

Summary

Before choosing a career, you must first take a look at yourself. You need to think about what activities you enjoy and you need to identify your abilities and talents. This step is called self-assessment. The “Getting to Know Me” activity is a form of self-assessment and is one of the first steps in choosing a career.

Through this activity and the “Ten Most Important Things” activity, you will recognize what you already knew about yourself and also learn some new things about yourself. It might also be helpful to go through these activities with a parent or guardian or someone who knows you well. They might be able to provide valuable input and help to make these activities more meaningful to you.

Worksheet 2.1 (WS 2.1)

Fill out the “Getting to Know ME” Worksheet, WS 2.1. In their small groups, have participants share information from their “Getting to Know ME” form.

13

Worksheet 2.1: Getting to Know ME

In the space that follows, list 10 activities you like to do. Be specific when listing the activities (talking on the telephone to friends). When you finish your list, complete the statements that follow.

Ten activities I love to do:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10. Study your list of activities, and complete the following statements.

1. I have identified the following similarities in the activities I love to do.

2. From this activity, I learned the following about myself.

3. Two things that I value that are suggested by my activities are:

Grade(s): Middle and High School Lesson 3: Dreams and Goals Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)

Lesson Title Lesson 3: Dreams and Goals Grade(s) Middle and High School Education for The student will be able to develop a knowledge base from which to make Careers Standard intelligent career decisions about how to obtain and retain a job and be prepared for the changing workplace. Education for Benchmark 2: The student will be able to assess personal strengths and Careers Benchmark weaknesses as related to career choice. Benchmarks Benchmarks 5-8 ELA-4-M2: Giving and following directions/procedures (1, 4) ELA-4-M3: Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations (1, 2, 4) ELA-4-M6: Participating in a variety of roles in group discussions (facilitator, recorder)* (1, 4, 5) Benchmarks 9-12 ELA-4-H2: Giving and following directions/procedures (1, 4) ELA-4-H3: Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving prepared and impromptu presentations (1, 2, 4) ELA-4-H6: Participating in a variety of roles in group discussion (mediator) (1, 4, 5) Time Allotted 40-45 minutes. What you need for the Lesson:

• Worksheet 3.1 (WS 3.1): The Ranch (Copy for each participant). • Worksheet 3.2 (WS 3.2): Dreams (Copy for each participant). • Pencils or ink pens. • Presenter Material (PM 3.1): The Ranch-Answer Key (Print on a color printer for

use at the club meeting.) • Equipment: Flip chart and easel. • Markers.

Introduction: Simply put, “Change cannot be avoided.” The only definite prediction you can make about your future is that change will continue throughout life. Change often presents you with one or more challenges: (1) problems, (2) decisions and (3) conflicts. In the upcoming lessons we will look at how to handle change through goal setting and problem solving and how to plan for the future.

15




Activity 1: Problem Solving

Objective: Participants will be able to identify the learning strategies they use to solve a problem.

1. Distribute "The Ranch" worksheet. The following instructions are written on a flip chart and read aloud by the presenter:

A rancher decided to move to the city and gave his ranch to his four children. As it turned out, the children decided they would all be better off if they divided the ranch into four pieces of equal size and shape. Now, the hard part: How can the land be divided into four pieces of equal size and shape?

2. After 10-15 minutes, check to see if anyone has come up with a solution.

3. After the solution is known, participants share how it felt to work on the problem by answering the following questions either orally or in writing:

To better understand the situation: what did you do? Did you ask someone else what they thought? Did you try finding a solution by yourself? Did you read the instructions again? Did you feel frustrated easily? If so, why do you think so? (Give an example from your life when you felt similarly frustrated.) If not, why do you think you could stick with it? (Give an example from your life when you had similar patience.) How did you feel when you found out the answer? Summarize the lesson and ask how this activity relates to career planning.

WS 3.1, The Ranch

Individually or in small groups, participants work out a solution.

After the solution is known, participants share how it felt to work on the problem.

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Worksheet 1.1: The Ranch

The Ranch: The Solution

Activity 2: Future Planning Objective: Students will recognize that present actions affect long-range personal growth. 1. The program presenter writes the following quote on the flip chart and participants state their reactions to it. "We are creating our future every moment, but most of us don't realize it. Most of us watch our birthdays tick by, hoping that our lives will change by some stroke of luck. Many of us don't realize that the power to change our lives lies within us and us alone. Don't wait

WS 3.1, The Ranch (The Solution) Print answer sheet on a color printer to hold up for viewing or pass around the room at the end of the activity.

Give reactions to quote.

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for the world to change, you change." 2. Ask the participants to think about typical life outcomes they've seen in the people around them. Then, to select two to three outcomes and write one each on a 3x5 card or slip of paper. Explain that they need to be specific by using verbs. For example: -Owns a new DVD player -Bought a new car -Enrolled in college

3. The program presenter takes all of the cards and places them in a pile. 4. The participants take turns drawing a card with an outcome. They talk about what they would have to start doing from this day forward in their lives in order to secure or change that outcome in their future. For example, if a student draws a card saying, "Has a great secretarial job" They might say, "I would have to learn how to use a computer and take some college classes in office procedures." Summarize and answer any questions posed by the group.

Activity 3: Goal Setting Objective: Students will be able to set goals.

This is a creative visualization exercise.

1. Asks the participants to close their eyes (or they make keep them open) and reflect on their lives at this moment in time. They begin by taking three deep breaths, relaxing and sitting in a comfortable position. 2. Speak slowly in a calm manner and ask the participants the following questions, giving them sufficient time to reflect on each one. (You may wish to play calming music in the background.)

-How are things going for you at this moment in your life, this day of your life, this hour? -If you were to describe your life in one or two words, what would they be? -How would you like your life to be different?

Participants think about typical life outcomes they've seen in the people around them. They choose two or three outcomes and write each of them on a 3x5 card or slip of paper. Note: One outcome per card. When completed, participants give cards to the program presenter. Close eyes and reflect on questions asked.

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-If you could change one area of your life, which area would it be? -What could you do to make this happen? -What would you like your life to be like a year from now? -What area of your life would you like to change the most over the next year? -How can you imagine your life changing? -Now focus on the future. -One year is actually just 12 months away, and they will fly by in the wink of an eye. · Imagine it's (___________________ Write date here, one year into the future). -Where are you living? What are you doing? Who are you with? -What changes have occurred? -How are you feeling? At the end of the exercise, tell the participants to open their eyes. Distribute Worksheet 3.2, Dreams. If time allows, instruct the participants to fill out the worksheet or take home to complete and bring to the next meeting to share with the group (if they would like to). Say: Your self-belief is your basis for success. Believing in yourself allows you to use all of your skills and assets to take charge of your life. Once you begin setting and achieving goals, there is no telling what you can accomplish or where you can go. Reference: Adapted from, Washington Workforce Training and Educating Coordinating Board, ABEL Project.

WS 3.2

Some participants might like to share their thoughts to some of the questions. Fill out WS 3.2

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Worksheet 3.1 (WS 3.1): The Ranch

A rancher decided to move to the city and gave his ranch to his four children. As it turned out, the children decided that they would all be better off if they divided the ranch into four pieces of equal size and shape.

Now, the hard part: How can the land be divided into four pieces of equal size and shape?

Worksheet 3.2: Dreams and Goals

1. Imagine you will be granted three wishes. What would you wish for?

2. Imagine you are guaranteed success in one thing you wish to do. What would you choose?

3. Imagine for one week you can do anything you want to do. What would you do?

4. Review your answers to questions 1, 2 and 3. What do you observe when you compare all of your answers?

Write one goal that relates to your answers to questions 1, 2 and 3.

Presenter Material 3.1: The Ranch (The Solution)

Grade(s): Middle and High School Lesson 4: My Ideal Workplace Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)

Lesson Title Lesson 4: My Ideal Workplace Grade(s) Middle and High School Education for The student will be able to develop a knowledge base from which to make Careers Standard intelligent career decisions about how to obtain a job, retain the job and be prepared for the changing workplace. Education for Benchmark 2: The student will be able to assess personal strengths and Careers Benchmark weaknesses as related to career choice. Lesson Title Lesson 4: My Ideal Workplace Grade(s) Middle and High School Education for The student will be able to develop a knowledge base from which to make Careers Standard intelligent career decisions about how to obtain a job, retain the job and be prepared for the changing workplace. Education for Benchmark 2: The student will be able to assess personal strengths and Careers Benchmark weaknesses as related to career choice. Benchmarks Benchmarks 5-8 ELA-4-M2 : Giving and following directions/procedures (1, 4)

ELA-4-M3 : Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations (1, 2, 4) ELA-4-M6 : Participating in a variety of roles in group discussions (facilitator, recorder)*

1, 4, 5) Benchmarks 9-12 ELA-4-H2 : Giving and following directions/procedures (1, 4)

ELA-4-H3 : Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving prepared and impromptu presentations (1, 2, 4)

ELA-4-H6 : Participating in a variety of roles in group discussion (mediator) (1, 4, 5) Time Allotted 40-45 minutes. What you need for the Lesson:

• Worksheet 4.1 (WS 4.1): My Favorite Organization • Worksheet 4.2 (WS 4.2): How are we alike? How do we differ? • Worksheet 4.3 (WS 4.3): My Ideal Workplace • Flip Chart, easel and markers • Pencils or ink pens • Masking Tape (Optional: To aid in posting notes to the flip chart)

Background Information: Ask the participants these questions: Do you like to have a boss who is "in charge" or do you like to be included when it comes to making big decisions? What makes you feel more motivated, a good paycheck or knowing you are growing personally and professionally in your career? Do you usually prefer working alone or as part of a team? Say: These are the kinds of questions you should ask yourself before accepting a position with a particular company. This will help you make a wise choice in accepting a position with a particular organization.

Reference: Adapted from, Washington Workforce Training and Educating Coordinating Board, ABEL Project.

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What you Say/Do: Materials & Resources: Participant Activities:

Objective: Participants will determine the type of organization they would be happy working in and will be able to compare/contrast their values with the values of others. 1. The presenter points out that people can differ widely in their opinions of what would be an ideal organization to work in and asks for examples from the group. 2. Distribute Worksheet (WS 4.1), “My Favorite Organization.” 3. Divide larger groups into pairs or groups of three. 4. Distribute Worksheet (WS 4.2), "How Are We Alike? How Do We Differ?" 5. The pairs and smaller groups share a summary of their results with the large group. Objective: Students identify their ideal workplace. 1. The presenter draws a giant "T" on the flip chart. On top of the "T" writes, "My Ideal Workplace." On the left side of the "T" bar, write, "would be". On the other side of the "T" bar write, "would not be." 2. The presenter explains that this is a "Force Field Chart" and its purpose is to help a person organize his or her thinking about a topic. The topic is written on top of the “T.” In this case the topic is “My Ideal Workplace.” 3. Divide the larger group into groups of 5-6. (Combining the smaller groups from the previous activity will save time.) 4. Distribute WS 4.3, My Ideal Workplace. Give each participant: 3-4 small yellow post- its and 3-4 pink post- its.

Flip chart, easel and markers.

My Ideal Workplace Would Be Would Not Be WS 4.3

Complete WS 4.1. Complete WS 4.2. Participants compare their answers with one another and fill out the form "How Are We Alike? How Do We Differ?" Individuals: write requested information on

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3. On each yellow piece of paper, the participants write one thing that would be true in their ideal workplace. Each participant then places pieces in order of most importance, with the most important first on the list. Participants copy their ordered list under “would be” on the handout “My Ideal Workplace.”

4. On each pink piece of paper, participant s write one thing that wouldn’t be in their ideal workplace. Each participant places pieces of paper in order, with least desirable first. Participants copy their ordered lists of papers under “would not be.”

5. Each participant shares with group the first item of each list. 6. Then each group of 5-6 participants, discuss the first choice for “would be” and select one. A group member places the selected post-it on the flip chart.

7. Then each group of 5-6 participants, discuss their first choice for “would not be” and select one. A group member places the selected post- it on the flip chart.

NOTE: At this point, each smaller group would have placed one post- it on the flip chart, with the appropriate color on either side of the “T.”

8. The presenter clusters the pos- its on each of the sides of the “T” that are the same or similar. Discuss and summarize.

9. Tell the participants that the Force Field process they just did is used in many workplaces to help solve problems. Summary: Before you apply for a job, you should try to learn as much about the job and company as you can. You need to do research. Research is a fact finding study. Here are some ways to do that:

• Read the newspaper. There might be a story about the company.

• Go to the library. Ask if there are any

post-its and transfer to WS 4.3.

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books, newspaper articles or magazine articles that tell about the company.

• Check to see if there if a company Web site. Look for annual reports, pamphlets and brochures.

• Talk to company employees. Ask employees what the company does. Ask them what it is like to work for the company.

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Worksheet 4.1 (WS 4.1): My Favorite Organization Instructions:

• Circle the number of eight of the following phrases you could imagine yourself saying.

• Then write 1, 2 or 3 in the blank to show how important each of those is: 3 = extremely important 2 = very important 1 = important

___ 1. "I want my supervisor to be supportive of my efforts and recognize when I do a good job." ___ 2. "I want to be able to participate in making decisions that not only affect my job, but affect the company in general." ___ 3. "I like working with others on projects. It gives me energy. I'd rather not work alone. I like the idea of teamwork." ___ 4. “I want to feel free to say what I want to whomever I want." ___ 5. "I want to work for a company where I feel I have a future." ___ 6. "I want to know how the whole company runs. I'd like to know how to do other people's jobs. ___ 7. "I like to work alone at my own pace. Just tell me what to do, and I'll do it." ___ 8. "I like to do the same things every,day. It makes my job easier to know what is expected of me day after day." ___ 9. "I like to do a lot of different things and have a lot of different responsibilities. Variety is the spice of life. I welcome the new and challenging into my life." ___ 10. "I need to make a lot of money." ___ 11. "For me, the job doesn't end at 5 p.m. I like having a job where I take work home." ___ 12. "At 5 p.m. my work day is done. I value my private life. I need to have a job where I don't have to take work home." ___ 13. "It is important to me to be at a job where I know that I am helping others." ___ 14. "I like working with ideas and things more than I like working with people. I'd rather learn how to fix a machine than counsel young people about going to college." ___ 15. "I would rather make an hourly rate than a monthly salary."

How Are We Alike?

Worksheet 4.2 (WS 4.2) How Do We Differ?

Instructions: In the boxes provided, write the underlined word(s) from your top eight choices on Worksheet 4.1 (WS 4.1): My Favorite Organization. Now do the same for the other one or two group members.

Name: Name: Name:

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

1. How are your work values similar?

2. How do your work values differ?

My Ideal Workplace Would Be Would Not Be

Worksheet 4.3

Grade(s): Middle and High School Lesson 5: Teamwork Made available by the: Workforce Preparation Initiative Implementation Team (WPIIT)

Lesson Title Lesson 5: Teamwork Grade(s) Middle and High School Education for The student will be able to develop a knowledge base from which to make Careers Standard intelligent career decisions about how to obtain a job, retain the job and be prepared for the changing workplace. Education for Benchmark 2: The student will be able to assess personal strengths and Careers Benchmark weaknesses as related to career choice. Benchmarks Benchmarks 5-8 ELA-4-M2: Giving and following directions/procedures (1, 4) ELA-4-M3: Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving rehearsed and unrehearsed presentations (1, 2, 4) ELA-4-M6: Participating in a variety of roles in group discussions (facilitator, recorder)* (1, 4, 5) Benchmarks 9-12 ELA-4-H2: Giving and following directions/procedures (1, 4) ELA-4-H3: Using the features of speaking (audience analysis, message construction, delivery, interpretation of feedback) when giving prepared and impromptu presentations (1, 2, 4) ELA-4-H6: Participating in a variety of roles in group discussion (mediator) (1, 4, 5) Time Allotted 40-45 minutes. What you need for the Lesson:

• Worksheet 5.1 (WS 5.1) • Worksheet 5.2 (WS 5.2) • Pencils or ink pens. Markers. • Presenter Material (PM 5.1) • Equipment: Flip chart and easel • Worksheet 5.3 (WS 5.3) • Index cards or slips of paper (Thirteen for each group of 5-6 participants)

Background: Group problem solving and decision making provides: (1) a wider source of ideas and suggestions, (2) a broader range of experience, (3) support of other members in implementing ideas and (4) greater feedback for evaluating the results of a decision.

What you Say/Do: Materials & Participant

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Resources: Activities: Activity 1: The advantages and disadvantages of teamwork. Objective: Participants will be able to define “teamwork.” 1. Read the following aloud to the participants: "A thoughtful father called for his three children. He gave each of them a stick to break. Each child could easily break the stick. He then tied the three sticks together and asked each child to try to break them. Each child tried to break the bound sticks but without success. Individually a stick was easy to break, but, when they were bound together, they were impossible to break.” 2. Ask participants the meaning of the story. (They should come up with the idea of teamwork.) 3. The presenter writes the word "teamwork" on the flip chart. Then divide the larger group into groups of five to six participants. Instruct the smaller groups to come up with a definition for the word, teamwork. Note: Groups can brainstorm ideas and then write one definition for the group. 4. Have the smaller groups share their definitions with the larger group. Combine all definitions into one definition. Activity 2: Space Survival

1. Explain to the group that they will work individually to solve a problem and work as a group to agree upon a solution. The exercise will focus on teamwork and reaching consensus.

2. Distribute worksheet 5.1 and instruct participants to work individually to complete the form. Participants are to work individually to complete worksheet

WS 5.1

Individual responses. Work in groups to develop a definition for “teamwork.” Share definitions with the larger group. Work together to combine ideas. Complete WS 5.1.

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5.1 (WS 5.1). 3. Read and explain instructions provided on

the worksheet. 4. After individual participants complete

their worksheets, divide the participants into groups of five to six. Instruct the smaller groups to work to reach consensus by ranking the items as a group.

5. Distribute index cards or slips of paper and Worksheet 5.2.

6. Give the smaller groups 13 slips of paper or index cards on which to write the survival items. NOTE: This will help facilitate the ranking of items in the group.

7. Discuss the following guidelines: Guidelines for Consensus

• Try to listen to everyone’s opinions and reasons.

• Do not assume that someone must

win and someone must lose. • Avoid conflict-reducing

techniques such as majority vote, averages or bargaining.

• Try to involve everyone in the

decision process.

8. After all groups have reached consensus, the correct answers and their rationale should be distributed or announced.

Objective: Participant will be able to identify typical roles people take on when they are part of a team. The presenter asks the group to reflect on the process they went through in the activity. Ask: “When you are part of a team, what role do you usually take? Are you usually a leader? Are you usually quiet? Do you support the person who seems to hold the power and dislike the person who doesn't?” Distribute WS 5.3, My Teamwork

WS 5.2 Thirteen index cards or slips of paper for each group. PM 5.1 WS 5.3

Write the survival items on index cards or slips of paper (one item per card). Work to agree upon a group ranking of the items. Record results on, WS 5.2. Compare answers. Individual responses. .

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Style. Instruct participants to complete the form. Summary: Working as part of a team is common in today's workplace. Ask: “What will help people work together successfully on teams?” If time allows, write responses on a flip chart. Some possible reflections follow.

1. Successful teams make decisions together. 2. Successful teams have shared goals that

everyone knows and agrees on. 3. Successful teams have a climate of trust

and openness. 4. Team members can express a new idea

without the fear of being embarrassed or criticized.

5. Successful teams promote a sense of belonging. Everyone feels valued.

6. On successful teams, differences of opinions, ideas and experiences are valued.

References:

Adapted from Washington Workforce Training and Educating Coordinating Board, ABEL Project.

Space Survival Activity: Adapted from NASA, Lesson Plans for Teachers.

Complete, WS 5.3.

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PM 5.1: Answer Key

SPACE SURVIVOR

Instructions: You are a member of a space crew originally scheduled to rendezvous with a rescue ship on the lighted surface of the Moon. Due to mechanical difficulties however, your ship crash-landed on a lighted spot some 320 miles from the rendezvous point. During landing, much of the equipment aboard was damaged, and since survival depends on reaching the rescue ship, the most critical items available must be chosen for the trip. Below are listed the 13 items left intact and undamaged after landing. Your task is to rank them in terms of their importance to your crew in allowing the team to reach the rendezvous point. Place the number 1 by the most important item, the number 2 by the second most important, and so on through the number 13, the least important. *NASA Ranking

Items

NASA’s Reasoning

5

Solar-powered FM receiver/transmitter

For communication with rescue ship. FM requires line-of-sight transmission and short range.

7 First-aid kit Needles for vitamins and medicines will fit feeding openings in space suits.

10 Signal flares Distress signal when another space ship is sighted.

2 Fifty liters of water Need for survival.

12 Magnetic compass Magnetic field on Moon is not polarized. Worthless for navigation.

9 Self-inflating life raft Carbon dioxide canister is a means for propulsion.

3 Map of the Moon Primary means of navigation.

1 Two tanks of oxygen Most pressing survival need.

11 One case of dehydrated milk Bulkier duplication of food concentrate.

8 Silk Parachute Protection from Sun’s rays.

6 Nylon rope Useful in scaling cliffs and for traveling over rough land areas.

13 Box of matches No oxygen on Moon to sustain flame.

4 Food concentrate Efficient means of supplying energy.


WS 5.1: Individual Worksheet

SPACE SURVIVOR

Instructions: You are a member of a space crew originally scheduled to rendezvous with a rescue ship on the lighted surface of the Moon. Because of mechanical difficulties, however, your ship crash-landed on a lighted spot some 320 miles from the rendezvous point. During landing, much of the equipment aboard was damaged. Since survival depends on reaching the rescue ship, the most critical items available must be chosen for the trip. Below are the 13 items left intact and undamaged after landing. Your task is to rank them in terms of their importance to your crew in allowing the team to reach the rendezvous point. Place the number 1 by the most important item, the number 2 by the second most important, and so on through the number 13, the least important.

Your Rankings (1 to 13. “1” is most important) Solar-powered FM receiver/transmitter First aid kit Signal flares Fifty liters of water Magnetic compass Self-inflating life raft Map of the Moon Two tanks of oxygen One case of dehydrated milk Silk Parachute Nylon rope Box of matches Food concentrate

WS 5.2: Group Worksheet

SPACE SURVIVOR

Instructions: You are a member of a space crew originally scheduled to rendezvous with a rescue ship on the lighted surface of the Moon. Because of mechanical difficulties, however, your ship crash-landed on a lighted spot some 320 miles from the rendezvous point. During landing, much of the equipment aboard was damaged. Since survival depends on reaching the rescue ship, the most critical items available must be chosen for the trip. Below are the 13 items left intact and undamaged after landing. Your task is to rank them in terms of their importance to your crew in allowing the team to reach the rendezvous point. Place the number 1 by the most important item, the number 2 by the second most important, and so on through the number 13, the least important.

*NASA Ranking

Group Ranking

Items

Solar-powered FM receiver/transmitter First aid kit Signal flares Fifty liters of water Magnetic compass Self-inflating life raft Map of the Moon Two tanks of oxygen One case of dehydrated milk Silk Parachute Nylon rope Box of matches Food concentrate


My Teamwork Style

What is your teamwork style? Rate your actions in teams, and then look at your ratings and answer the following questions:

1. What skills do you possess that are helpful when you work with a team? 2. In what area would you like to make some improvements?

In groups, I: Often Never Sometimes1. Feel uncomfortable when there is conflict. 2. Interrupt people who talk on and on. 3. Suggest what we should do next. 4. Relate different ideas together and restate them. 5. Give my opinion easily. 6. Usually keep quiet when I disagree. 7. Try to make peace when others argue. 8. Get the quiet people to give their opinions. 9. Want to be sure my ideas are good before talking. 10. Want to look at hard facts more than opinions. 11. Get the group back on task if it gets off task. 12. Would rather work alone, not with others.

Workforce Preparation Middle and High School

Pre- Post-test Directions: Circle the letter you think represents the best answer.


2. Why is it a good idea to take several career assessments? A. To determine what kind of job to apply for. B. To learn more about your personality and values. C. To develop a resume.

3. “Taking charge” of your career relates mostly to: A. Aggressiveness. B. Initiative. C. Conflict resolution.

4. What is the relationship between decision making and consequences?

A. There is no relationship between decision making and consequences. B. Positive consequences are usually the result of making informed decisions. C. If you make quick decisions, you can always avoid negative consequences.


A. Synergy. B. Participation. C. Attitude.


A. Appoint a leader who knows all of the answers. B. Shared goals and the desire to achieve them. C. Recognition of the most outstanding leader.




A. Works well on teams. B. Are good in science. C. Are good in math.

9. What is initiative?

A. The ability to stick to a task. B. The ability to remain calm when you are angry. C. Knowing what to do and doing it.

10. In an “ideal workplace,”

A. Workers need to make a lot of money. B. Workers need to feel valued and respected. C. Depends on the expectations of individual workers.

Workforce Preparation Middle and High School

Pre- Post-test: Answer Key Directions: Circle the letter you think represents the best answer.


2. Why is it a good idea to take several career assessments? A. To determine what kind of job to apply for. B. To learn more about your personality and values. C. To develop a resume.

3. “Taking charge” of your career relates mostly to: A. Aggressiveness. B. Initiative. C. Conflict resolution.

4. What is the relationship between decision making and consequences?

A. There is no relationship between decision making and consequences. B. Positive consequences are usually the result of making informed decisions. C. If you make quick decisions, you can always avoid negative consequences.


A. Synergy. B. Participation. C. Attitude.


A. Appoint a leader who knows all of the answers. B. Shared goals and the desire to achieve them. C. Recognition of the most outstanding leader.




A. Works well on teams. B. Are good in science. C. Are good in math.

9. What is initiative?

A. The ability to stick to a task. B. The ability to remain calm when you are angry. C. Knowing what to do and doing it.

10. In an “ideal workplace,”

A. Workers need to make a lot of money. B. Workers need to feel valued and respected. C. Depends on the expectations of individual workers.

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Connecting Students with Employers - LSU AgCenter/media/system/f/0/b/1/... · The Connecting Students with Employers teaching manual is a set of engaging ... Using basic reasoning